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The purpose of this study was to obtain an in-depth understanding of the perceptions of overseas-qualified nurses from non-English speaking backgrounds (NESB) in relation to their educational and socialisation experience whilst enrolled in a Competency Based Assessment Program (CBAP). The study was conducted using a modified grounded theory approach. There were a total of seventeen participants; fourteen NESB nurses, and three teachers who were directly involved with their education in the CBAP. The NESB nurses who participated fell into three main groups in terms of their previous professional experience. These were: � Specialist � Experienced generalist � Inexperienced generalist However, the level of skill and experience that the nurses brought to the educational and practice encounter made no difference to their experience of prejudice and lack of support, particularly in the clinical environment. The education and clinical experience they received challenged feelings of competency as much as they expanded feelings of competency. The NESB nurses� experiences of diversity also challenged their feelings of competence. In addition, the level of previous experience did not reduce the concern expressed by NESB nurses regarding the possibility of finding appropriate employment following registration. The implications of this for the profession and the health care system are that even the most experienced specialist and generalist nurses are not having their level of skill appropriately recognised and utilised in a timely way despite the current shortage of generalist and specialist nurses in Victoria. The outcome of the study led to the development of a model that has the potential to lead to a culture change in the clinical environment with a view to improving educational opportunities and experiences for NESB nurses who are enrolled in CBAP. In addition, the model has the potential to be useful in terms of providing local nurses with an opportunity to express their own thoughts and ideas in relation to the education of NESB nurses in the clinical environment. The model is based upon the theoretical perspectives of �productive diversity� and �clinical governance and organisational learning�.

The purpose of this study was to obtain an in-depth understanding of the perceptions of overseas-qualified nurses from non-English speaking backgrounds (NESB) in relation to their educational and socialisation experience whilst enrolled in a Competency Based Assessment Program (CBAP). The study was conducted using a modified grounded theory approach. There were a total of seventeen participants; fourteen NESB nurses, and three teachers who were directly involved with their education in the CBAP. The NESB nurses who participated fell into three main groups in terms of their previous professional experience. These were: � Specialist � Experienced generalist � Inexperienced generalist However, the level of skill and experience that the nurses brought to the educational and practice encounter made no difference to their experience of prejudice and lack of support, particularly in the clinical environment. The education and clinical experience they received challenged feelings of competency as much as they expanded feelings of competency. The NESB nurses� experiences of diversity also challenged their feelings of competence. In addition, the level of previous experience did not reduce the concern expressed by NESB nurses regarding the possibility of finding appropriate employment following registration. The implications of this for the profession and the health care system are that even the most experienced specialist and generalist nurses are not having their level of skill appropriately recognised and utilised in a timely way despite the current shortage of generalist and specialist nurses in Victoria. The outcome of the study led to the development of a model that has the potential to lead to a culture change in the clinical environment with a view to improving educational opportunities and experiences for NESB nurses who are enrolled in CBAP. In addition, the model has the potential to be useful in terms of providing local nurses with an opportunity to express their own thoughts and ideas in relation to the education of NESB nurses in the clinical environment. The model is based upon the theoretical perspectives of �productive diversity� and �clinical governance and organisational learning�.

Made available in DSpace on 2016-04-04T18:28:13Z (GMT). No. of bitstreams: 1 DEBORA APARECIDA DA COSTA FERREIRA.pdf: 716053 bytes, checksum: 543eeadcba9fb5262294d146c31e2106 (MD5) Previous issue date: 2013-12-10 / Coaching is a topic that has been frequently underlined on personal and professional development context, theme deeply approached by individuals from different areas and institutions that offer training on the subject, though, scientifically, it has been little explored empirically up to now. People from several educational background are using coaching as a working tool. The research aims at analyzing the performance of professionals who have their main focus on coaching work. Given the scarcity of studies assessing the activities of coaches, practices, methods and results achieved, a semi-structured interview with five open questions about the theme was designed and applied to six participants who work as coaches in consulting. Their answers were examined qualitatively by content analysis, looking for similarities and differences between the speeches. The results showed that each employee performs in accordance with his/her background, knowledge and experience, and such conceptions and practices are quite different. It is expected that the results of this study may help those interested in coaching about processes and techniques, costs of meetings, the coaching status in a national context, and contribute to scientific research on the topic. / O coaching tem recebido bastante destaque no contexto de desenvolvimento pessoal e profissional, tema amplamente abordado por sujeitos de diferentes ?reas e institui??es que oferecem forma??o sobre a tem?tica, ainda que, cientificamente, o mesmo venha sendo pouco explorado at? a atualidade. Interessados de diversos n?veis educacionais est?o utilizando o coaching como ferramenta de trabalho. A pesquisa objetiva analisar a atua??o de profissionais que t?m no coaching seu principal foco laboral. Dada a escassez de estudos que avaliem as atividades dos coaches, suas pr?ticas, m?todos utilizados e resultados atingidos, uma entrevista semi-estruturada com cinco quest?es abertas sobre a tem?tica foi elaborada e aplicada em seis participantes que atuam em consultorias, como coaches. Suas respostas foram analisadas qualitativamente, atrav?s da an?lise de conte?do, buscando as semelhan?as e diferen?as entre os discursos. Os resultados apontaram que cada profissional atua de acordo com a sua forma??o, conhecimento e experi?ncia, sendo bastante diferentes as concep??es e pr?ticas. Espera-se que os resultados do presente estudo possam auxiliar os interessados em coaching sobre os processos e t?cnicas utilizadas, custos das reuni?es, o status do coaching a n?vel nacional, al?m de contribuir para a investiga??o cient?fica sobre o tema.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O objetivo do estudo foi analisar: a) o reordenamento do mundo do trabalho e conseqüentes modificações no campo da educação física brasileira, tendo, como mediação, a sua regulamentação da profissão; b) as implicações da regulamentação da profissão, no campo da intervenção e da formação/qualificação profissional da educação física e de outras áreas; c) as estratégias dos trabalhadores para o enfrentamento do quadro criado a partir da estruturação dos conselhos profissionais de educação física. Para tal, inicialmente, foi elaborado um quadro teórico acerca das mudanças contemporâneas no mundo do trabalho, com as modificações nas exigências de qualificação no campo educacional. Evidenciou-se, ainda, o debate epistemológico da educação física da década de 90 e o reordenamento do seu trabalho, a partir do resgate da teoria marxista a respeito do fundamento da crise do capital e da categoria trabalho em suas duas dimensões: ontológica e histórica. Em um segundo momento, reconstituiu-se, a partir da bibliografia sobre o tema, a discussão, no interior da categoria dos professores de educação física, desde a década de 1940, que desembocou na sua regulamentação da profissão, em 1998. Por último, foram abordadas as conseqüências da regulamentação da profissão da educação física e as resistências dos trabalhadores, tanto da área, quanto de outras, como artes marciais, capoeira, dança, lutas e yoga, contra as ingerências dos conselhos profissionais de educação física. Neste ponto, foram utilizadas fontes documentais e realizadas 11 entrevistas semi-estruturadas com lideranças das várias manifestações. Como resultado da pesquisa, encontrou-se que: a) o capital utiliza-se de todas as formas sociais de intervenção para o controle da profunda crise na qual está mergulhado, enquanto o trabalho, por outro lado, se subsume ao capital, porém trava, com este último, uma intensa luta para sua libertação; b) a educação física atua de forma mediata para compor o novo quadro de formação humana que o capital demanda, ao tornar-se um distintivo de classe, na escola, para os que podem consumi-la, perdendo centralidade para as práticas corporais do meio não-escolar as quais compõem a ideologia da empregabilidade, por meio do trabalho precário; c) a regulamentação da profissão tratou-se de estratégia corporativista de adaptação à gerência da crise do capital, afetando o trabalho e a formação/qualificação de várias práticas corporais; d) tendo em vista o caráter de estrutura avançada do capitalismo do conselho profissional de educação física, as estratégias resistivas dos trabalhadores se dividiram entre a adoção, ou ruptura, deste mesmo modelo para as suas áreas, mediadas pelas defesas da adaptação ou não às demandas contemporâneas do capital. Conclui-se, a partir desta tese, a necessidade de suplantar a relação capital, criando condições objetivas para o mundo da liberdade, no qual se possa assegurar a democratização dos meios de produção, cultura e, assim, o acesso e desenvolvimento pleno das práticas corporais. / The aim of this research was to analyze: a) the reordering of the world of work and its resulting changes that have affected the Brazilian Physical Education area, through the adjustment of this profession; b) the implications related to the adjustment of this profession, as far as intervention and professional formation/qualification and other areas is concerned; c) the strategies used by workers to face the situation made up from the structuring of professional councils in Physcial Education. For this, we began preparing a theoretical chart showing the contemporary changes in the world of work, the modifications demanded by qualification in Education area. We also showed the theoretical discussion ocurred in this area during the decade of the nineties and the reordering of its work, bringing back the Marxist theory on the beginning and the crises of Capital and on working as a category in its two dimensions: onthological and historical. In a second moment, we established a discussion using bibliografhy on this subject, the discussion ocurred in this category of Physical Education teachers, starting in the decade of the fourties that led to the adjustment of this profession in 1998, and the foundations that have guided this profession. At last, we approached the results of this adjustment in the area of Physical Education and the workers’ resistence in this area and in others, such as martial arts, capoeira, dancing, fightings and yoga, against interference of the Physical Education professional. At this stage, we used documental sources and carried out 11 prestructured interviews with different leaderships. As a result of this research, we found out that: a) capital uses all social ways to interfere and control the deep crises in which it is involved, by the other hand, work is subsumed to capital although has faced it with an intensive struggle for freedom; b) Physical Education acts as a mediator making up a human formation picture demanded by capital, becoming itself a distinguished class, at school, for those that can use it, and starting to be used as corporal practices out of school,representing the employment ideology, through precarious work; c) the profession adjustment is dealt as a cooporativist strategy, adjusting itself to the way capitalism manages its crises, thus affecting work and formation/qualification of different corporal practices; d) considering the capitalism advanced structure of the professional council, the resisting workers’ strategies are divided between adoption or rupture to this same pattern for other areas, mediated by adoption defenses or not to the contemporary demands of capital. Finally, we got to the conclusion, from this thesis, of the need to supplant capital relation, raising up objective conditions for the world of freedom, when it is possible to assure democratic prodution means, culture and this way, the access to total development of corporal practices.